By Pam Marshalla
Q: When a child can produce his new sound correctly, do we go for the next level – syllabic level – in the same session? Don’t we have to dedicate a whole session for one goal to be sure that we have achieved the desired result? I always do as much as possible in every session I have with my clients. I try to work on phoneme, syllable, word, phrase, sentence, paragraph, and conversation all in the same session if…
By Pam Marshalla
Q: I’m working on /r/ with a 4th grade boy that simply does not care about his speech. The parents are upset about his refusals and are blaming me for it! Help! A Few Ideas for the Client Let him opt out for now. Tell him he does not have to fix this now, and that he can do it later. Make it matter-of-fact and no big deal. Some kids will stay in therapy when they know they can get…
By Pam Marshalla
Q: My client has an initial position /r/. But I’m having a difficult time getting it in final position. How can I get this final /r/? Use his initial /r/ to teach the final /r/. I do it like this: Select a word that starts with /r/ that he can say well, like “rock”. And select a word that ends in /r/ that he cannot say, like “car.” Have the client say them in sequence: “Car-Rock.” The trick is to…
